THE LINK BETWEEN CRITICAL THINKING ABILITY AND WRITING ACHIEVEMENT OF ELEVENTH-GRADE STUDENTS
DOI:
https://doi.org/10.52333/djoee.v7i2.2176Keywords:
critical thinking, writing achievement, correlation, eleventh-gradeAbstract
Effective writing necessitates that students generate important ideas, organize them coherently, and articulate their ideas clearly using suitable language. This study examined the relationship between critical thinking ability and writing achievement among eleventh-grade students in Palembang. The population consisted of 518 students, from which 67 students were selected through convenience sampling. The data were obtained using the Cornell Critical Thinking Test Form X (CCTT-X) and a writing assessment. The results revealed a significant positive correlation between critical thinking ability and writing achievement, with a correlation coefficient of 0.546. Furthermore, critical thinking skills significantly influenced students’ writing achievement, explaining 29.8% of the variance, as indicated by an R-squared value of 0.298. Based on these findings, the alternative hypothesis (Hα) was accepted, while the null hypothesis (H0) was rejected, demonstrating a significant relationship between critical thinking and writing performance. The researchers suggest that these findings may provide useful information for English teachers, students, and future researchers interested in the development of critical thinking and writing skills.
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